“learn, grow, succeed”€¦ · “learn, grow, succeed” phoenix primary school annual report...

Phoenix Primary School

Annual Report

2017

“Learn, Grow, Succeed”

Phoenix Primary School Annual Report

Phoenix Primary School (PPS) is a Level 4 metropolitan school located in the south-

western coastal suburbs, bordered by Coogee. The school caters for children from

Kindergarten to Year 6 in line with W.A. Departmental regulations. Throughout our

42 year existence, we have provided a quality education to multiple generations of

families, who have positive memories of being educated at this school. Phoenix

Primary School is valued as an integral part of the local community. We are proud of

our history and acknowledge our achievements.

In 2017 Phoenix enrolled 222 full time students (PP-6) and 41 part time kindergarten

students, with

9.5% having a disability

3.4% Aboriginal

42% English as an Additional Language

Student transiency rate at Phoenix in 2017 was 19.8% which is a decrease from

2016 of 3.8%. Transiency is the measure of student movement at Phoenix during a

calendar year, specifically student arrivals and departures.

Our Purpose

Our students will become purposeful, valued members of the global community,

realising their full potential.

Our motto of Learn Grow Succeed encapsulates our ethos and aligns with our vision

of building capable, successful students who are ready to embrace their future.

Integrated Priorities for 2015-2017

High expectations of student achievement, especially in literacy and

numeracy.

Motivated and engaged students via appropriate learning programs.

Motivated and capable staff members who continually strive to develop best

teaching practice.

Inclusive, safe and stimulating work environments for the learning, physical,

emotional and behavioural needs of all students.

Development of a Business Plan

In 2015 our first Business Plan (2015-2017) was developed which outlined the

progressive direction of Phoenix Primary School towards quality improvement in

academic and non-academic areas. It was informed by school performance data;

student, staff and community feedback, School Board feedback and with the

guidance and support of the Fogarty EDvance Program (2014-2016). The focus

areas are explicitly aligned to the five domains for improvement in the ‘Leading for

Learning Framework’ by Dempster (2009) which are:

1. Curriculum and Teaching

2. Conditions of Learning

3. Parent and Community Support

4. Professional Development and

5. Leadership

The targets expressed aim to develop a robust process of continual assessment that

is based on the collaborative use of evidence related to the strategic improvement

targets. This rigorous self-assessment occurs throughout the 3 year cycle of the

plan.

The review of the 2015-2017 Business Plan was conducted in November 2017 by

two experienced reviewers, Margaret Banks and Steve Gibson. The reviewers

attended a School Board meeting and met with students, parents/ carers, staff,

volunteers (P&C) and administrative staff on their 2 day visit. The review findings

were very positive and can be viewed as a public document on ‘Schools On-Line’

and there is a link on the Phoenix website. The recommendations from the review

document will be carried over to the new Business Plan 2018-2020.

FOCUS ONE

Curriculum and Teaching

Excellence in teaching Success for all students.

Phoenix has a sequenced plan for curriculum delivery in numeracy and literacy to ensure consistent teaching and learning across the year levels. Phoenix recognises that highly effective teaching is the key to improved learning throughout the school. Evidence based teaching practices are encouraged in all classrooms to maximise learning for student success.

1.1 Strategy 2017 Indicators of Success Implement the Australian Curriculum

Full implementation including teaching, assessing and reporting by school to parents. Continue the sequential implementation and ensure it is embedded in all teachers’ planning, lesson delivery and assessment.

Teachers are familiar with revised curriculum in English, Mathematics and Science.

Parent reports in English, Mathematics, Science and History Year PP – Year 6.

Teachers in Year 3 are familiar with the Languages curriculum for implementation in 2018.

Achieved

1.2 Strategy 2017 Indicators of Success Develop a comprehensive overview for numeracy and literacy.

A whole school plan to ensure consistent teaching and learning across the year levels.

Comprehensive overview for Language (Phonological Awareness, Semantics and Grammar) developed for Kindergarten to Year 6.

Comprehensive overview for numeracy kindergarten to Year 6 aligned to Australian Curriculum.

Teachers are familiar with curriculum overviews and moderation documentation through SCSA and CONNECT.

1.3 Strategy 2017 Indicators for Success Develop an explicit, coherent, sequenced plan for curriculum delivery in numeracy and literacy.

A whole school planning document informing teachers of curriculum, assessment and links to First Steps & resource material.

Collaboratively reviewed and adapted the whole school sequenced numeracy plan for each level in three weekly teaching blocks.

Assessments in numeracy developed by staff for each teaching block to be used collaboratively.

Assessments and warm up activities developed for each block in Numeracy.

Collaborative planning time for planning and making consistent judgements.

PL and implementation in Talk4Wriitng for staff

Guided reading consistent in all years.

There will be a continued focus in 2018 on Guided Reading

FOCUS TWO

Conditions of Learning

A safe, supportive and sustainable environment.

Phoenix will continue to provide a safe, healthy and supportive environment for students and staff. Positive and caring relationships are built and maintained between staff, students and parents. We support a values-rich learning culture that creates positive behaviours.

2.1 Strategy 2017 Indicators for Success Provide a safe and supportive learning environment.

Provide access for staff, students and families to support services such as school psychologist and counselling. Provide cyber safety awareness programs to students and school community. Reduce long service leave (LSL) loads to minimise impact on student education.

Plans followed for the reduction of LSL of staff. All LSL entitlements taken by staff in a timely manner.

Workforce plan followed for managing staff retirements and sick leave. Two staff retirements and two staff on extended sick leave managed.

School process developed for accessing support services.

Behaviour Management Policy for whole school developed collaboratively.

Achieved

2.2 Strategy 2017 Indicators for Success Manage future grounds and building needs

Plan for increases in enrolments and the impact on the school’s buildings, grounds and classroom structure.

Assess the impact of external local infrastructure changes and domestic development on the safety of the school environment.

Classroom re-allocations due to increased enrolments of over 50 children K-6.

Review of play areas due to increased enrolments.

Continue the planting of garden beds outside room C2 through student engagement.

Plant and maintain the vegetable garden area.

Erect an outside classroom with seating between the library and the vegetable gardens.

Re-surface of the basketball court on Phoenix Road due to safety concerns.

Whole school beautification program to paint insides of classrooms and supply new furniture.

Shade structures over play areas in Kindergarten.

Nature play area in Kindergarten.

Achieved

2.3 Strategy 2017 Indicators for Success Support sustainable environmental practices.

Establish an Environmental Sustainability Committee to develop a whole school plan. Give all classes an opportunity to participate in one area of environmental sustainability each year. Promote our student gardens.

Sustainability sensory garden project developed jointly by parents and teacher in semester 2.

Parents involved in the garden and extended sustainability project with the teacher.

Class sustainability projects to be further developed into batteries, spectacles etc.

Environmental Sustainability to include students and staff.

Achieved

FOCUS THREE

Parent and Community Support

Strong sustainable partnerships The school’s success has been supported by an actively involved P&C which works to support our school programs and enhance our school environment. The management of the successful canteen provides healthy lunches twice weekly and engages our multicultural parents in preparing their local food to our students. Local businesses have been very generous in supporting the P&C with donations.

The School Board has played an integral role in guiding Phoenix as an Independent Public School and has sought to represent the school parent community in decision making and assuring compliance.

We promote our school through fortnightly assemblies, fortnightly newsletters, Notre Dame University partnership in pre-service training, school web site, coverage in local newspapers of school activities, sporting events and the active promotion of the local high schools.

3.1 Strategy 2017 Indicators for Success Continue to identify and develop community, education and business partnerships to support improved student achievement and well-being.

Maintain existing and develop new external partnerships that can contribute in key areas of:

Information Communication and Technology (ICT).

Resilience and wellness support networks.

Outdoor education and sport.

Teaching excellence.

The Arts

Continued successful submissions by PE teacher to an external sports provider (Sports in Schools) for before school lessons in -

o tennis, o badminton, o football. o gymnastics

Supporting Heart Foundation through ‘Jump for Heart’.

Work experience placements from local secondary schools.

Woolworth’s supermarket Coogee Continues to supply a tray of fruit weekly for ‘Crunch n Sip’.

All computers replaced in the IT centre.

Pre-primary play area developed with parent involvement and donations for nature play .

Continue our association with Notre Dame University, Fremantle College and South Metro TAFE

Choir performances at Port Coogee Shopping Centre and Villa Dalmatia.

Achieved

FOCUS FOUR

Professional Development

Phoenix will continue to support and build staff expertise for teaching excellence and

maintain professional learning and support for staff.

4.1 Strategy 2017 Indicators for Success Continuous professional improvement that includes classroom based learning.

Teachers develop Information and Communication Technologies (ICT) skills.

Professional learning presented in IWB.

All staff using IWB in their teaching.

Years 4-6 using Literacy Pro.

Year 3/4 trialled ‘Literacy Planet’.

Years 3/ 4 engaged in Mathletics.

All staff communicating using ‘CONNECT’

Achieved

4.2 Strategy 2017 Indicators for Success Continue to support and build staff expertise for teaching excellence.

Staff will develop language and literacy learning skills

Whole School Language Plan developed by all staff.

All kindergarten children engaged twice weekly in ‘Cracking the Code’ program- small group work.

All children PP-Year 3 engaged in ‘Letters & Sounds’ program- small group work.

All children Years 4-6 engaged in ‘Words Their Way’ or Morphographic Spelling.

All pre-primary children engaged in ‘Words, Grammar and Fun’ program twice weekly- small group work.

Consistent whole school assessment in vocabulary using Oxford Word List.

Years 1-3 using PM Benchmarks.

Years 4-6 using Literacy Pro.

Whole school using Guided Reading.

Observations of lessons and feedback to teachers- teacher feedback to students and student feedback to teachers.

Achieved

Working Towards

4.3 Strategy 2017 Indicators for Success Continue to support and build staff expertise for teaching excellence.

Staff will develop the skills of how to teach numeracy and how children learn numeracy.

Whole School Numeracy Plan developed.

Reviewed and edited collaboratively the planning and teaching documents for all year levels in the 3 weekly teaching blocks.

Assessments for each 3 week teaching block.

Making Consistent Judgements between classes every 3 weeks.

Develop a range of warm up activities for each teaching block.

Observations of lessons and feedback to teachers.

Teacher feedback to students.

Use of SIRENS math kit in early years.

Working Towards

4.4 Strategy 2017 Indicators for Success Continue to maintain training and support for staff.

Staff will engage in understanding the five facets of the Dempster model and how it relates to Phoenix and planning.

Teachers understand the terminology of the Dempster model and the 5 domains and their influence on school improvement.

Plan for training and support in observation and feedback from staff to staff, staff to students and students to staff.

Achieved

4.5 Strategy 2017 Indicators for Success Continue to support and build staff expertise for teaching excellence and maintain training and support for staff.

Early Childhood staff will engage in National Quality Standards learning and assessment.

Teachers and education assistants K-2 (NQS team) rated the school on the 7 quality areas and prepared the report for submission.

Staff selected the area of NQS as their focus area for the year.

Pre-primary and kindergarten play areas were developed according to NQS guidelines.

NQS team developed their plan for improvement.

NQS leader (A. McMinigal) provided PL to all staff.

Achieved

4.6 Strategy 2017 Indicators for Success Continue to support and build staff expertise and maintain training for staff.

Teachers will use the ‘Australian Professional Standards for Teaching’ (AITSL) to evaluate current expertise and plan for future development.

School support staff engaged in self-reflection forms based on their JDF to develop their plan for improvement with NQS leader.

Teachers used the AITSL website and developed their individual Performance Development Plan using ISMART goals.

All staff to meet each semester with their line manager to further develop their Performance Development plan.

Achieved

FOCUS FIVE

Leadership

Phoenix has had stable leadership for the last five years. In this time a school wide professional team has been built with staff supported to take active leadership roles.

5.1 Strategy 2017 Indicators for Success Support and develop staff leadership

Staff will be given opportunities to take a responsible school wide role.

All staff to be responsible for a cost centre and the responsible management of that learning area.

Staff to plan and lead learning activities in their area related to their cost centre.

Staff to plan and organise special days e.g. “Harmony Day”.

Achieved

5.2 Strategy 2017 Indicators for Success Encourage staff leadership aspirations

Staff who are choosing to pursue a career as a school administrator will be given opportunities to develop their skills.

Deputy Principal engaged in leadership Professional Learning through DoE.

To expand the leadership group to give staff an opportunity for leadership in some school areas.

Achieved

5.3 Strategy 2017 Indicators for Success Highlight and celebrate staff achievements

Staff to share in the achievements of their peers in work and personally

‘WOW’ board to celebrate achievements.

Staff commended on class and school achievements at staff meetings and assemblies.

1 teacher completed her portfolio for full registration.

3 teachers gained their permanency at Phoenix PS.

2 teachers retiring celebrated with a school retirement function.

Achieved

5.4 Strategy 2017 Indicators for Success Provide leadership opportunities

Staff to have opportunities to work in school administration due to long service leave.

Numeracy leader given opportunity to develop resource materials to support the three weekly teaching blocks.

NQS leader given opportunity to work as deputy principal.

Numeracy leader to observe and give feedback to teachers on warm ups.

Literacy leader to observe and give feedback on guided reading and ‘Letters and Sounds’.

NQS leader to observe and give feedback on chosen area.

Working Towards

OUR TARGETS Phoenix Primary School is developing a robust process of continual assessment that is based on the collaborative use of evidence related to the strategic improvement targets. The whole of school improvement culture is based on an array of targets encompassing the holistic learning of all students in relation to achievement, progress and engagement.

STUDENT ACADEMIC IMPROVEMENT TARGETS ON ENTRY The target for Phoenix is to increase the number of students who achieve at the expected progression point of 0.4 – 0.7. On Entry 2017

Pre primary

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School State School State School State

0.8 – 1.0 12% 10% 16% 13% 0% 0% 0.4 – 0.7 31% 39% 31% 46% 15% 8% 0.0 – 0.3 54% 42% 51% 36% 85% 91%

Phoenix Primary School has a larger percentage of students in the lower range in Reading and Speaking and Listening but also has a higher percentage in the higher range. To cater for students who did not attend Kindergarten at Phoenix PS we have provided the explicit teaching of Cracking The Code to those students in Term 1, 2018. To cater for our high number of EALD students we work closely with the families to support the students at school and our teachers use the EALD Progress Map for planning and reporting.

NAPLAN

The target for Phoenix is to achieve at or above like schools in all five

test areas.

In 2017, Phoenix achieved their targets in Year Three in Numeracy, Reading,

Writing, Grammar and Punctuation and Spelling (all five test areas).

In Year Five Phoenix achieved their target in Spelling.

Statistically

Year 3 Numeracy Reading Writing Spelling Grammar

Phoenix

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Phoenix

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chools

Phoenix

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chools

Phoenix

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chools

Phoenix

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chools

Below National Minimum Standards

4% 4% 0% 7% 0% 3% 4% 6% 4% 12%

At National Minimum Standard

7% 14% 0% 12% 8% 7% 8% 15% 12% 12%

Above National Minimum Standard

89% 82% 99% 82% 91% 89% 88% 80% 85% 76%

Comment: there were 28 students in the year 3 cohort in 2017.

Statistically

Year 5 Numeracy Reading Writing Spelling Grammar

Phoenix

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chools

Phoenix

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chools

Phoenix

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chools

Phoenix

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Phoenix

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Below National Minimum Standard

6% 4% 13% 5% 26% 9% 6% 5% 13% 7%

At National Minimum Standard

23% 15% 26% 16% 10% 14% 6% 11% 29% 23%

Above National Minimum Standard

70% 82% 62% 80% 65% 78% 87% 83% 59% 69%

Comment: there were 31 students in the year 5 cohort in 2017.

Increase the percentage of students in band 6 in Year 3 and Band 8 in

Year 5 for all test areas.

Numeracy

In Year 3 the percentage of students in Band 6 increased by 9% from 2016 to 2017

and in Year 5 the percentage of students in Band 8 increased by 1%.

Reading



Writing

In Year 3 the percentage of students in Band 6 decreased by 9% from 2016 to 2017

and in Year 5 the percentage of students in Band 8 remained at 0%.

Spelling



Grammar and Punctuation


and in Year 5 the percentage of students in Band 8 decreased by 4%.

Decrease the percentage of students below the national minimum in all test

areas.

*22 students tested in 2015, 22 students tested in 2016 and 28 students in 2017.

In comparing 2016 to 2017 data, the target was reached in numeracy, reading,

writing, spelling and grammar and punctuation.

Year 3 2015 2016 2017

Numeracy 9% 5% 3.5%

Reading 4% 14% 0%

Writing 4% 4% 0%

Spelling 9% 14% 3.8%


9% 4% 3.8%

*14 students tested in 2015, 26 students tested in 2016 and 31 students in 2017.

In comparing 2016 to 2017 data, the target was reached in ‘writing.

Year 5 2015 2016 2017

Numeracy 7% 7% 6.5%

Reading 0% 7% 12%

Writing 16% 0% 19%

Spelling 0% 3% 6%


8% 11% 12%

Analysis of the school data established that the areas of weakness had to be addressed as a priority in 2017. This decision was made in recognition of the student results. In 2017 the focus continued to be on Literacy and Numeracy as well as Writing for sustainable improvement, the Talk for Writing program was implemented whole school. In 2018 our focus will continue to be on embedding the Talk for Writing program and on improving reading comprehension.

STUDENT ACHIEVEMENT 1-6

The target is to increase the percentage of students achieving A and B grades

in Literacy and Numeracy.

In comparing 2016 to 2017 data, the target was reached in numeracy for Year

3 and Year 5.

Literacy Numeracy

Year 3:

2017 32.3% 29.4%

2016 38.1% 19%

2015 28% 12%

Year 5:

2017 16.7% 25.9%

2016 34.8% 12.5%

2015 7.1% 21.4%

The target is to decrease the percentage of students achieving D and E

grades in Literacy and Numeracy.

In comparing 2016 to 2017 data, the target was reached in literacy and

numeracy for Year 3 and Year 5.

Literacy Numeracy

Year 3:

2017 8.8% 5.9%

2016 28% 38%

2015 28% 16%

Year 5

2017 16.7 16.1%

2016 21.7% 16.7%

2015 7.1% 28.6%

STUDENT NON-ACADEMIC IMPROVEMENT TARGETS

ENGAGEMENT

Target: Increase the % of students achieving ‘Often’ in attribute data ‘sets goals

and works towards them with perseverance.’

In comparing 2016 to 2017 data, the target was reached in Year 3 and Year 5.

Year 1 Year 2 Year 3 Year 4 Year 5 Year 6

2015 24% 25% 24% 24% 27% 38%

2016 51% 35% 9% 31% 36% 41%

2017 18% 27% 24% 25% 44% 21%

Target Achievement

Target: Increase the % of students achieving ‘Consistently’ in attribute data

‘sets goals and works towards them with perseverance.’

In comparing 2016 to 2017 data, the target was reached in Year 1, Year 2,

Year 4 and Year 6.


2015 70% 65% 69% 67% 69% 50%

2016 20% 40% 73% 58% 55% 50%

2017 68% 65% 65% 61% 41% 55%

Target Achievement

Comparison Years


2015-2016

2016-2017

Comparison Years


2015-2016

2016-2017

Target: Decrease % of students achieving ‘seldom’ in all attribute data

In comparing 2016 to 2017 data, the target was reached in Year 1, Year 2,

Year 3 and Year 6.


2015 0% 0% 1.8% 2.2% 0% 0%

2016 2.6% 2.2% 2.8% 0% 0% 3.1%

2017 0% 0% 0% 3.1% 3% 0%

Target Achievement

Comparison Years


2015-2016

2016-2017

SOCIAL AND EMOTIONAL WELL-BEING

Maintain and improve student well-being as measured by students, parent and staff

surveys. The results below from the National School Survey 2016 indicated that

students, parents and staff at Phoenix Primary School are of similar mind.

The next National School Survey is in 2018.

ATTENDANCE

NOTE: Phoenix has 28 cultures represented and many families travel to their land

of origin for extended holidays.

Attendance rate in 2017 was 94.4% with 84% of the students attending regularly.

This is above the 92.7% rate for WA Public Schools and the 93.4% rate for ‘like

schools’.

There has been no change in the overall attendance rate from 2016 to 2017 though

there is a reduction of 0.5% in the proportion of students attending regularly.

Pre-Primary: decrease of regular attendance by 1% from 95% to 94%.

Above WA Public Schools 2017 by 2%. WA Public Schools 2017: 92%.

Year One: increase of regular attendance by 1% from 91% to 94%.

Above WA Public Schools 2017 by 1%. WA Public Schools 2017: 93%

Year Two: decrease of regular attendance by 2% from 95% to 93%.

Equal to WA Public Schools 2017. WA Public Schools 2017: 93%

Year Three: decrease of regular attendance by 1% from 95% to 94%.


Year Four: stable at 96%


Year Five: stable at 94%


Year Six: decrease of regular attendance by 1% from 96% to 95%.


From 2016 to 2017 the attendance percentages are:

Attendance % - Primary Year Levels

PPR

Y01

Y02

Y03

Y04

Y05

Y06

2015

94%

96%

93%

94%

93%

91%

93%

2016

95%

91%

95%

95%

96%

94%

96%

2017

94%

94%

93%

94%

96%

94%

95%

WA Public Schools 2017

92%

93%

93%

93%

93%

93%

93%

There are three categories in which students are considered ‘at risk’ which is

dependent on their attendance. The three ’at risk’ categories are indicated,

moderate and severe.

‘Indicated’ category has shown a decrease of 2.6% between 2016 and 2017.

‘Moderate’ category has shown an increase of 3.8% between 2016 and 2017.

‘Severe’ category has shown a decrease of 0.5% between 2016 and 2017.

Attendance Profile

Enrolments Regular Total (%) Indicated Total (%) Moderate Total (%) Severe Total (%)

Current 155 (76%) 39 (19%) 10 (5%) 0 (0%)

Former 3 (100%) 0 (0%) 0 (0%) 0 (0%)

All 158 (76%) 39 (19%) 10 (5%) 0 (0%)

STAFF IMPROVEMENT TARGETS

PERFORMANCE AND DEVELOPMENT

All teaching staff have engaged in self-reflection using the Australian

Professional Standards for Teachers to evaluate their personal’ areas of

strength’ and ‘areas for development’ in the three areas of

Professional Knowledge

Professional Practice

Professional Engagement.

From this information teachers have developed a personal SMART goal for

each area to plan for their personal improvement, with a focus on school

priorities.

All school support staff has engaged in self-reflection using documents based

on their job description. From this self-reflection they have developed their

personal plan for improvement. In 2017 all staff developed their goals as

SMART goals.

This data has been reported to the Department of Education through a

compulsory survey.

USE OF ICT

In 2017, 90% of the teachers were using innovative technological practices to

enhance their curriculum delivery. This is a stable percentage from 2016 to 2017.

100 % of the Education Assistants have engaged with beginning to use innovative

technology to support teachers as per their Performance Management agreement.

COLLABORATION, MODERATION AND FEEDBACK

STAFF USE FEEDBACK TO IMPROVE TEACHING PRACTICES

The administration team engaged in professional learning in the area of ‘observation

and feedback’ through the Department of Education and subsequently provided

professional learning to staff. Observation protocols have been established and

observations began, focussing on the numeracy warm up session in each

classroom. Future feedback to teachers, from observations, will continue in 2018.

Two staff, student and parent surveys were completed in 2016. They were the ‘Tell

Them from Me’ survey and the ‘National Schools Survey 2016.’

1. In the compulsory National Schools Survey 2016, 80% of the students and

80% of the parents felt their teachers provided useful feedback to them, whilst

82% of the teachers felt they provided useful feedback to the children.

STAFF USE COLLABORATION AND MODERATION IN PLANNING AND

ASSESSING

Staff have been engaged in professional learning which took place at School

Development Days, staff meetings and after school sessions. ‘Observation and

Feedback’ has begun to be integrated into the whole school improvement planning in

numeracy and literacy.

Staff in 2017 are teaching to the whole school curriculum planning documents in

numeracy that they developed. Supporting assessments are collaboratively being

developed and staff are moderating student results in teams.

Staff are working on planning collaboratively in the learning areas of Literacy and

Numeracy for consistent curriculum delivery. Moderation regarding assessments is

continuing and more work is occurring in this area.

EFFECTIVE PEDAGOGICAL PRACTICES

Staff use effective evidence based teaching practices as evidenced through staff and

student surveys.

Whole school practices and evidence based programs have been implemented in

the curriculum areas of:

Phonological awareness →Phonics →Spelling –

Cracking the Code in Kindergarten

Letters and Sounds pre-primary to Year 3.

Words Their Way Year 4-6.

Morphographic Spelling Year 5-6.

Reading and Comprehension focus

Guided Reading

Vocabulary

Numeracy

Year planner

Term planner

Consistent assessments

Moderation in grade allocations.

Consistent grade allocation sheets

COMMUNITY TARGETS

School Board raises awareness within the parent group and wider Phoenix

community of its role and operations

The School Board has been fully functional in 2017. Meetings have taken place at

least once a term at 7.30am. The first meeting of the year was the open meeting in

which interested people could attend. This first meeting was not attended by any

member of the Phoenix community other than the School Board. The minutes of the

meetings are available on the website. The composition of the School Board has

been stable this year.

Maintaining Positive Parent Satisfaction as evidenced in survey data

Two community surveys were completed in 2016. Both surveys (‘National Schools

Survey 2016’ from the WA Department of Education and ‘Tell Them from Me’

through Fogarty EDVance 2014-2016) were based on feedback from teachers,

parents and students and the feedback from these surveys have formed the basis of

the improvement plan for the school.

The National Survey through the WA Department of Education will be done again in

2018.

Resourcing

The percentage of students for which contributions were received is 91%, which was

an increase of 5% from 2016.

Year Contributions paid Increase

2015 83%

2016 86% 3%

2017 91% 5%

1 9,828.00$ 8,988.45$

2 43,233.00$ 53,793.54$

3 20,000.00$ 12,968.50$

4 8,916.00$ 10,440.18$

5 5,091.00$ 4,931.39$

6 134,178.00$ 134,178.00$

221,246.00$ 225,300.06$

27,002.00$ 27,001.79$

Student Centred Funding 170,280.78$ 170,280.78$

418,528.78$ 422,582.63$

-$ -$

418,528.78$ 422,582.63$

Locally Raised Funds#REF!

Student Centred Funding170,280.78$

Other Govt Grants#REF!

Other 4,931.39$

Transfers from Reserves134,178.00$

#REF!

18,690.26$ 11,161.95$

1 4,638.00$ 4,266.48$

2 151,478.00$ 144,294.22$

3 104,268.00$ 82,714.93$

4 70,817.52$ 59,827.55$

5 8,000.00$ 4,815.00$

6 56,500.00$ 56,500.00$

7 3,737.00$ 2,831.21$

8 400.00$ 100.00$

418,528.78$ 366,511.34$

-$ -$

418,528.78$ 366,511.34$

-$

Bank Balance 222,321.27$ Made up of: -$

1 General Fund Balance 56,071.29$ 4 Asset Replacement Reserves 163,580.77$ 5 Suspense Accounts 3,641.95$ 7 Tax Position 972.74-$

222,321.27$

Phoenix Primary SchoolFinancial Summary as at

Actual

December 31 2017

Other Revenues

BudgetRevenue - Cash Allocation

Voluntary Contributions

Charges and Fees

Fees from Facilities Hire

Total Locally Raised Funds

Fundraising/Donations/Sponsorships

Opening Balance

Total Cash Funds Available

Expenditure - Cash and Salary

Payment to CO, Regional Office and Other Schools

Administration

Lease Payments

Utilities, Facilities and Maintenance

Professional Development

Transfer to Reserve

Transfer from Reserve or DGR

Other Expenditure

Buildings, Property and Equipment

Curriculum and Student Services

Total Salary Allocation

Total Funds Available

ActualBudget

Total Bank Balance

Cash Position

Cash Budget Variance

Total Forecast Salary Expenditure

Total Expenditure

Total Goods and Services Expenditure

0

20

40

60

80

100

120

140

160

$000

Revenue Source

Locally Generated Revenue - Budget vs Actual

Budget Actual

Locally Raised Funds0%

Student Centred Funding

55%

Other Govt Grants0%

Other 2%

Transfers from Reserves

43%

Current Year Actual CashSources

0

20

40

60

80

100

120

140

160

$000

Expenditure Purpose

Goods and Services Expenditure - Budget vs Actual

Budget Actual

10

30

50

70

90

110

130

150

170

$000

Cash Position

Destination Schools

“learn, grow, succeed”€¦ · “learn, grow, succeed” phoenix primary school annual report...

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